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人教新课标必修1 Unit 5 学案

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必修1 Unit 5 Nelson Mandela学案导学一、Key Words1. devote ____________1) The scientist devoted all his life to scientific research.2) He devoted a large sum of money to helping the poor.3) The old man is devoted to his wife and children.总结：__________________________________________________________________________除了devote …to…外，还有哪些to 为介词的短语：注意______________________; 坚持____________________; 导致_______________________;相比……更喜欢…… ______________; 盼望_______________; 开始做______________________ 习惯做___________________;即学即练：1) The idea for the new machine came to Mr. Baker to his invention.A. while he was devotedB. while devotingC. while devoting himselfD. while devoted2) She devoted herself to her research and it earned her a good reputation in her field.A. stronglyB. extremelyC. entirelyD. freely3) ______________ to their own work, most of the parents spend little time with their children.A. DevotingB. To be devotedC. Having devotedD. Devoted2. vote ______________1) Do you vote for or against her?2) We'll listen to the arguments on both sides and then vote on it.3) There were 21 votes for and 17 against the motion.总结：______________________________________________________________________________ 3. equal _______________1) All men are equal in the eye of law.2) Women should be equal to men in payment.3) Are you equal to (doing) the task?4) None of us can equal her in height/diligence/patience/strength/intelligence.5) He doesn't seem equal to meeting our demands.总结：______________________________________________________________________________ be fit 与be equal都有“适合于”的意思，它们的区别是什么？从下面例子中对比感悟：He is well-educated, so he is fit for the job.He is well-educated, so he is fit to do the job.He is well-educated, so he is equal to the job.He is well-educated, so he is equal to doing the job.即学即练：1) He doubted whether she would be_____ to the task.A. equalB. similarC. familiarD. content2) Fitness is important in sport, but of at least ______ importance are skills.A. fairB. reasonableC. equalD. proper4. escape ______________1) Water escaped rapidly from the drainpipe.2) The prisoner managed to escape from the prison.3) None of the criminals escaped punishment.= None of the criminals escaped being punished.4) The soldier had a narrow escape in the war.总结：______________________________________________________________________________即学即练：1) Mike often attempted to escape______ whenever he breaks traffic regulations.A. having been finedB. to have been finedC. to be finedD. being fined2) The wolf was lucky to escape __________________.A. shootingB. shootC. being shootD. from shooting5. reward ______________1) The police are offering a big reward for information about the robbery.2) I’d like to invite you to dinner in reward for your help.3) He was rewarded for his efforts with a cash bonus.4) Jim rewarded the boy a pound for bringing back the lost dog.总结：______________________________________________________________________________辨析：reward, award1) The couple offered a big reward for finding their missing son.2) The actor won the best leading actor award in the film festival.3) He was awarded the first prize for Outstanding Industrial Design．4) The judge awarded him twenty thousand dollars as damages．即学即练：1) His movie won several ______ at the film festival, which was beyond his wildest dream.A. rewardsB. awardsC. prizesD. gains2) We will offer a(n)______ of ten thousand dollars for information about the case.A. awardB. prizeC. rewardD. praise3) The girl got nothing in______ for her kindness, which made her very sad.A. prizeB. awardC. medalsD. reward4) Martin Luther King was the Nobel Prize for peace for his outstanding contribution to world peace.A. rewardedB. givenC. awardedD. offered6. opinion ______________1) Most people have a low opinion of gamblers.2) In my opinion, your plan is difficult to carry out.3) In the opinion of most people, he is a well-behaved boy.总结：______________________________________________________________________________二、Key Expressions1. out of work1) Jim has been out of work for several months.2) Mary’s cell phone has been out of work for several days, which brought her a lot of inconvenience.out of breath____________; out of patience______________; out of date________________out of order ____________; out of control _______________; out of danger ______________out of shape ____________; Out of sight, out of mind. ________________用适当的介词（短语）填空。

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人教新课标英语必修1全册精品教案(U5)

人教新课标英语必修1全册精品教案(U5)

人教新课标英语必修1全册精品教案(U5)Unit5Nelsonandela—aodernheroPartone:TeachingDesignPeriod1:AsapleplanforreadingAisTotalaboutpeople’squalitiesToreadaboutenablepeople’slifestoryTostudyTheAttributiveclauseTolearntoritelettersProceduresI.aringuparingupbydescribingBoysandgirls,thisorninge’lltaeupUnit5inhiche’lllearntodescribepeople.Nolet’sdescribeourselvesfirst.Thequestionsinthearinguppar tillhelpyoufindouthatqualitiesyouhave.Thentellehati ndofapersondoyouthinyouare.Doyouthinyouhavethequali tiestobeagreatperson?hatqualitiesdoyouthineshouldfi ndinagreatperson?a.Givethestudentsoneinutetoanserthequestions.b.Assoestudentstotalabouttheironqualitiesaccordingt otheiransers.c.Haveadiscussioniththeholeclassandhelpthetosuupthe qualitiesthatagreatpersonhas.aringupbybrainstoringBoysandgirls,inUnit5eilltalaboutNelsonandela,agreat leaderhofightsfortherightsoftheblacpeople.hentaling aboutaperson,hatadjectivescanyouthinoftodescribehis orherqualities?hatarethequalitiesyoushouldfindinagr eatperson?aringupbyexpressionsBoysandgirls,earegoingtolearnaboutsoegreatpeopleinU nit5.canyounaesoegreatpeople?Nodiscussingroupsoffou r:hodoyouadireost?hatindofpersonishe/she?hataretheq ualitiesthatgreatpeoplehaveinon?Sunyat-senasachineserevolutionaryleaderandstatesanh oisconsideredbyanytobethe“Fatherofodernchina”.HehadasignificantinfluenceintheoverthrooftheQingDynastyandestablishentoftheRepu blicofchina.Afounderoftheuointang,Sunasthefirstprov isionalpresidentoftheRepublicofchinain1912anddefact oleaderfro1923to1925.Hedevelopedapoliticalphilosoph ynonastheThreePrinciplesofthePeople.Sunisuniquelyad iredbyostchinese.yet,hislifeasoneofconstantstruggle andfrequentexileasfeofhisvisionsforhiscountryateria lized.II.Pre-readingNo,looatthesixpeopleinthepre-readingpart.canyoureco gnizethe?Doyouthintheyareiportantpeople?Butdoyouthi nallofthearegreatpeople?illiaTyndaleasa16thcenturypriestandscholarhotransla tedtheBibleintoanearlyforofodernEnglish.Althoughnue rouspartialandpleteEnglishtranslationshadbeenadefro the7thcenturyonard,Tyndale’sasthefirsttotaeadvantageoftheneediuofprint,hichall oedforitsidedistribution.2.Speaingtas:Studentsreadtheinforationofeachofthesixpersonsanddiscussinpairstofindouthetherheisagreatp ersonornotaccordingtothecriteriatheyoredoutinthepre viousstep.Reindthestudentstousethefolloingexpressionsforgivin gandasingforopinions:Ithin/Idon’tthin…;inyopinion;I’afraid…;Iagree/don’tagree…;Iprefer…;hat’syouropinion?hydoyouthinso?hatdoyouthinof…?Asapledialogue:A:DoyouthinilliaTidalisagreatperson?B:yes.Ithinso.Hehadastrongbeliefthatallpeopleshould beabletoreadtheBiblefortheselves.Sohetranslatedandp rinteditintoEnglishalthoughheasnotalloedtodoso.Andl aterhediedforhisor.A:yes.Iagree.illiaTyndaleentthroughalotofstrugglesa nddifficultiesandevensacrificedhislifetorealizehisd rea.HeisagreatpersonthateverybodyhopicsuptheBibleus tthinof.No,let’setoNoranBethune.hatdoyouthinofhi?B:….III.ReadingSiingforgeneralideaSofarehavetaledalotaboutgreatpeople.Doyouanttonoore abouttheandlearnfrothe?ell,thisorningearegoingtorea daboutNelsonandela,hoasconsideredasaodernhero.Noope nyourboostopage34andreadthetitleofthetext.hatindofr itingisthetext,canyouguess?…yes.Astoryisusuallyapieceofnarrativeriting.Nosithet exttogetthegeneralidea:hatdoesEliastellaboutinhisst ory?Listeningandscanningfordetailinforationa.ListentothetextagainanddoprehendingEx....1.True:2,4False:1,3,5,6,7,8b.ScanthetextanddoprehendingEx.2.Suggestedansers:40—Eliasasborn.1948—Eliasleftschool.42—Eliasastoyearsold.1950—Nelsonandelaopenedhislafir44—Eliasasfouryearsold.1952—Eliasas12andetNelsonandela.46—Eliasbeganschool.1954—Eliasas14andencouragedbyandela.3.QuestionsforfurtherunderstandingDiscussthefolloingquestionsingroupsoffour:a.Hodidthehitepeoplestoptheblacpeoplefrobeingtreate dfairly?b.hydidEliassupportandela?c.hydidhesupportviolencehenhedidnotagreeithit?Suggestedansers:a.Throughunfairlas.b.Therearethreereasonsforthis.Firstly,andelaoncehel pedhiandhethoughtandelaindandgenerous.Secondly,heag reedithandela’spoliticalideas.Forexaple,heagreedithhisexplanation ofhotheblacpeopleerenottreatedfairly.Healsosidedith hionhisvieofpeacefulfighting.Thirdly,henethathatand elafoughtforastoaeblacandhitepeopleequal.c.Becausetheirattepttoattacthelainapeacefulayfailed .Theyhadtoanserviolenceithviolence.IV.closingdonclosingdonbydiscussinga.hatdoyoulearnaboutNelsonandelafroELIAS’SToRy?b.DoyoulietheayEliastellshisstory?Giveareason.Suggestedansers:a.Inothatandelaisagreatleaderhofoughtforequalrights fortheblacpeopleallthroughhislife.HeorganizedtheANc youthLeaguehichfoughtagainstthegovernent.Heisinfavo rofpeacefulfighting.Heisind,helpful,generous,brave, anddeterined.b.Variousansersarepossible.Forreference:IlietheayEl iastellsthestory.Eliasisablacorerithonlyalittleeduc ation,soheusessoesipleandshortsentencestodescribehi sexperiencesandhiscontactithandela,andthusaesthehol estoryorereal-lieandclosetothereaders.Thequotedspee chinthestoryobjectivelyrevealsandela’spoliticalviesthroughhichsoeaspectsofandela’squalitiesareshonclearly.closingdonbyretellingRetellthestoryaccordingtothefolloingclues:introductionofElias’proble;andela’shelp;Elias’supportclosingdonbyanintervieAsthestudenttodoanintervieinpairs.Ajournalistisinte rvieingEliasiththefolloingquestions:hendidyoufirsteetandela?canyoutelleoreabouthohehelpedyou?canyoutelleabouttheproblesthattheblacpeoplearefacin g?Hodoyouliehisideaofpeacefulfighting?hatdoyouthinofhi?hatillyoudotosupporthiinthefuture?Period2:AsapleplanforLearningaboutLanguageAisTohelpstudentslearnaboutattributiveclauseintroduced byhen,here,hy,andprep.+hich/hoTohelpstudentsdiscoverandlearntousesoeusefulordsand expressionsTohelpstudentsdiscoverandlearntousesoeusefulstructu resProceduresI.aringuparingupbydiscoveringusefulordsandexpressionsTurntopage35anddoexercisesNo.1and2.checyouransersag ainstyourclassates’.II.LearningaboutgraarReadingandthiningTurntopage34.ReadthetextofELISA’SToRyandfindoutalltheattributiveclauses.Thinoverthisquestion:onhatcircustancedoeusehen/here /hytointroducedanattributiveclause?Forreference:ThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.TheschoolhereIstudiedonlytoyearsasthreeiloetersaay.ThisasatiehenyouhadgottoliveinBeijing.ThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdaysofylife.ehavereachedastagehereehavealostnorightsatall.Thepartsoftonheretheylivedereplacesdecidedbyhitepeo ple.TheplacesheretheyeresenttoliveerethepoorestareasinS outhAfrica.2.paringanddiscoveringTurntopage36.DoEx.1.Thenparethefolloingsentencesand findouthyeusedifferentordstointroducetheattributive clauseshiletheantecedentsarethesae.a.Thegovernentbuildinghereevotedasverygrand.b.Thegovernentbuildinghich/thatepaidavisittoyesterd ayasverygrand.c.Thegovernentbuildinginhichevotedasverygrand.Insentencea),arelativeadverb“here”isusedbecauseitrefersto“inthegovernentbuilding”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “inthegovernentbuilding”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thegovernentbuilding”hichservesastheobjectofthepredicate“visited”intheattributiveclause.pareanotherthreesentences:a.ThedatehenIarrivedasthe5thAugust.b.Thedatehich/thathetoldeasthe5thAugust.c.ThedateonhichIarrivedasthe5thAugust.Insentencea),arelativeadverb“hen”isusedbecauseitrefersto“onthatdate”hichservesastheadverbialintheattributiveclause.“inhich”canalsobeusedasinsentencec)becauseitalsoeans “onthatdate”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich”isusedasitrefersto“thedate”servingastheobjectofthepredicate“told”intheattributiveclause.Readthefolloingsentenceandfindouta.ThereasonhyIgotajobasbecauseofyhardor.b.Thereasonthat/hichhegaveforgettingthejobasbecause ofhishardor.c.ThereasonforhichIgotajobasbecauseofyhardor.Insentencea),arelativeadverb“hy”isusedbecauseitrefersto“forthisreason”hichservesastheadverbialintheattributiveclause.“forhich”canalsobeusedasinsentencec)becauseitalsoeans “forthisreason”intheattributiveclause.hileinsentenceb),arelativepr onoun“hich/that”isusedasitrefersto“thereason”servingastheobjectofthepredicate“gave”intheattributiveclause.III.ReadyusedaterialsforattributiveclauseDefinitions:Attributiveclause:Anattributiveclauseis aclauseodifyinganounorpronouninapoundsentence.Antecedent:Theordbeingodifiedbyanattributiveclauseiscalledtheantecedent.Relative:Theordthatisusedtointroduceanattributivecl auseiscalledarelative.Therearetoindsofrelatives,i.e .relativepronounsincludinghich,that,ho,ho,hose,as,e tc.andrelativeadverbsincludinghere,henandhy,etc.Note:Relativesplaysthreeiportantrolesinanattributiv eclause,i.e.introducinganattributiveclause,replacin gtheantecedentineaning,andfunctioningasasentenceele entintheattributiveclause.e.g.:Thegirlhoistalingtor.Lioverthereisysister.Inthesentence,Thegirlistheantecedentandhoisusedtoin troducetheattributiveclauseastheantecedentisaperson .Itreferstothegirlandfunctionsasthesubjectintheattr ibutiveclause.Thechoiceoftherelativesistheostdifficultinlearningt heattributiveclause.Hoever,therearesoerulesthatcanh ually,hichrelative tochoosedependsonhattheantecedentisandhatsentenceeleenttherelativefunctionsintheattributiveclauseassho ninthefolloingchart:AntecedentRelativeSentenceeleentpeoplehothatsubjectobjecthoobjectthingshichthatsubjectobjecttiehichthatsubjectobjecthenprep.+hichadverbialplacehichthatsubjectobjecthereprep.+hichadverbialreasonhyprep.+hichadverbialNote:relativescanbeoittediftheyservesastheobjectsin theattributiveclauses.Ifarelativefunctionsastheobjectofaprepositioninthea ttributiveclause,theprepositioncanusuallybeplacedbe foretherelative.Inthissituation,euse“hich”forthingsand“ho”forpeople,andtheycanneverbeoitted.Hoever,iftheprepo sitionandaverbforasetphraseintheattributiveclause,t heyshouldnotbeseparated:Theschoolheoncestudiedinisveryfaous.Theschoolinhichheoncestudiedisveryfaous.ThisisthegirlIenttotheGreatallith.ThisisthegirlithhoIenttotheGreatall.Thesentence“Thisistheatchyouarelooingfor.”cannotbechangedinto “Thisistheatchforhichyouarelooing.”because“loofor”isasetphrase.Noturntopage36andlet’sdoEx.2and3.IV.closingdonbydoingaquizToendtheperiodyouaregoingtotaeaquizonattributivecla use.choosethebestanser:Theeatherturnedouttobeverygood,____asorethanecoulde xpect.A.hatB.hich c.that D.itAfterlivinginPairsforfiftyyearshereturnedtothesallt on____hegreupasachild.A.hichB.herec.that D.henThehouse______eliveisnotlarge.A.hichB.inhichc.onhichD.athichRecentlyIboughtanancientchinesevase,_____asveryreas onable.A.hichprice c.thepriceofhichc.itspriceD.thepriceofhoseHelivedinLondonfor3onths,during____tiehelearnedsoeE nglish.A.thisB.hich c.athichD.soeIillneverforgettheday_____hecaetoseee.A.thatB.hich c.athich D.henThevisitorasedtheguidetotaehispicture_____standsthe faoustoer.Athat B.here c.hich D.thereThestudents____departentsingoredtenyearsagoloodonup onoen.A.inhichB.inthat c.inhose D.hoseIdon’tlie_____youspeatoher.A.theayB.theayinthat c.theayhich D.theayofhich0.Ihadneitheraraincoatnoranubrella._______Igotetthr ough.A.It’sthereasonB.That’shyc.There’shyD.It’shoPeriod3:AsaplelessonplanforUsingLanguage AisTohelpstudentsreadthepassageTHERESToFELIAS’SToRTohelpstudentstousethelanguagebyreading,listening,s peaingandritingProceduresI.aringupandlisteningSofarehavereadastoryaboutElias.Doyoureeberhyitasdif ficultforhitogetajob?hatisapassboo?hyisitiportant?L et’slistentoashortpassageandfindout.Turntopage37.Readthequestionsandchoosethebestansera fterlistening.DiscussthequestionsinEx.2.II.GuidedreadingReadingandanseringquestionsAseno,inordertosupportandela,Eliashelpedhibloupsoeg overnentbuildings.canyouiaginehatouldhappentohiifheascaught?Actually,heascaughtandputintoaprisononRobb enIsland.Hoever,heaslucyenoughtogethelpfroandelaeve nhenheasinprison.TurntoPage38,readthepassagequiclyandfindout:HodidandelahelpedEliashenheasonRobbenIslandHodidandelahelpEliasafterhecaetopoer?ReadinganddoingexercisesReadthepassageagainanddotheexerciseonPage38.TasNoehavefinishedthestoryaboutElias.Nextearegoingtodo agroupactivity.eilldoitingroupsoffour.Supposeoneofy ouisEliasandorsasatourguideonRobbenIsland.Theothert hreeofyouaretouristshoareveryinterestedintheislanda ndandela’slifeandasingthetourguidethefolloingquestions.Elias ustanserthe.Tourist:HodidyougettonoNelsonandela?Elias:Itasin1950.IasoringasainerinjohannesburgbutIh adn’tapassbootolivethere.SoIenttoandela’slafirtoasforadvice.Tourist:canyouexplaintoesoeofNelsonandela’spoliticalideasorbeliefs?Elias:yes.Hefoundthateblacpeopleerenottreatedasequa llyasthehitepeopleandheouldfightforourrights.Hoever ,hesaidthateshouldfightinapeacefulay.onlyhenthisasn otalloeddidedecidetoanserviolenceithviolence.Tourist:Hodidhehelpyouthroughyourlife?Elias:First,hehelpedetogetthecorrectpaperstostayinj ohannesburgandeepyjobasIentionedabove.Thenhetaughte toreadandritehenIasinprison.Thisisveryiportanttoebe terhegave eypresentjob.Tourist:hataslifelieonRobbenIsland?Elias:iserableandcruel.Theguardsandsoldierstreatedu sbadly,beatusviolentlyfornoreasonsandinsultedusindi fferentays.Tourist:HodidyouanagetostudyonRobbenIsland?Elias:estudiedduringthelunchbreasandtheeveningsheneshouldhaveasleep.ereadboosunderourblanetsandusedany thingecouldfindtoaecandlestoseetheords.Tourist:hatindsofjobhaveyoueverdone?Elias:Ainer,anofficeorerandnoatourguide.Tourist:hatdoyouthinofyourpresentjob?Elias:Ilieitveryuch.AndIaproudtoshovisitorsoverthep rison,forIhelpedtoaeourpeoplefreeinouronland.III.GuidedritingPreparationforritingIaginenorandelaisinprison.youaregoingtoritealettert othePresidentofSouthAfricaasinghitofreeNelsonandela .Doyoureebertheforatofaletter?hatshouldbetheaincont entofthisletter?Hoouldyoutrytopersuadethepresident?ritingaletterReadtheinforationaboutandela.Discussit hyourpartnerandcollectideasfortheletterriterdontheideasandputtheintoagoodandlogicalorder.ritetheletter.IV.FurtherapplyingFindinginforationGotothelibrarytoreadorgetonlinetosearchfororeinfora tiononNelsonandela.Taenotesofyourfindinganddoanoral presentationnextperiod.ritingadescriptionriteadescriptionofNelsonandelausingtheinforationyou havefound.V.closingdonbysharingShareyourletterithyourpartnersandaenecessarychanges.Shareyourletteriththeclassbyreadingitaloud.Part2:TeachingresourcesSection1:AtextstructureanalysisofELIAS’SToRI.TypeofritingandsuaryoftheideaTypeofritingThisisapieceofnarrativeriting.ainideaofthepassageEliasdescribeshoNelsonandelahelpedtheblacpeoplethro ughhisonexperienceTopicsentenceof1stparagraphThetiehenIfirstetNelsonandelaasaverydifficultperiod ofylife.Topicsentenceof2ndparagraphSadlyIdidnothavethispassboobecauseIasnotborntherean dIasorriedabouthetherIouldbeoutofor.Topicsentenceof3rdparagraphThedayhenNelsonandelatoldehattodoandhelpedeasoneoft hehappiestdayofylife.Topicsentenceof4thparagraphThelastthirtyyearshaveseenthegreatestnuberoflasstop pingourrightsandprogressuntiltodayehavereachedastag ehereehavealostnorightsatall.Topicsentenceof5thparagraphefirstbroethelainaayhichaspeaceful;henthisasnotallo ed…onlythendidedecidetoanserviolenceithviolence.II.AtreediagraElias’lifebeforeeetingandelaElias’lifeaftereetingandelainforationofEliasElias’sprobleandela’shelpblacpeople’sproblessupporttoandelablacorerdifficultperiodlafir sixleavenotpaygoldinepassbooorriedaboutElias’storytellhelpcorrectpapersforgetjoinnorightsvoteliv ejobpoorestareasnotgrofoodpositionacceptfightpeacef ullybloupputinprisonrealizeequalIII.Aretoldpassageo fthetextEliasisablacorerinSouthAfrica.Hisfailyassopoorthath teron,heasab letoorasagoldinerinjohannesburg.Butashehadn’tgotapassboohichasrequiredifoneantedtoliveinjohanne sburg.Heasorriedaboutbeingdisissed.Hoever,heaslucye noughtogetsoehelpfroNelsonandelaandanagedtogettheco rrectpapers.Afterthat,hebegantonooreandelaandhispol iticalideas.Heagreedithandela’sviesontheunfairlasagainsttheblacpeopleandhisideaab outpeacefulfighting.Healsonethatallandelaantedtodoa stofightforequalrightsfortheblacpeople.Sohesupporte dhiheartandsoul.Section2:BacgroundinforationonNelsonandelaandothersI.NelsonandelaNelsonRolihlahlaandela,,beforebeingPresidentofSouth Africa,asoneofitschiefanti-apartheidactivists,andas alsoananti-apartheidsaboteur.Heisnoalostuniversally consideredtobeaheroicfreedofighter.Hespenthischildh oodintheThebuchiefdobeforeebaringonacareerinla.Thenaeadibaisanhonorarytitleadoptedbyolderaleeberso fandela'sclan;hoever,inSouthAfricathetitleissynonyo usithNelsonandela.II.courtrooquotesbyNelsonandela“IhavefoughtagainsthitedoinationandIhavefoughtagai nstblacdoination.Ihavecherishedtheidealofadeocratic andfreesocietyinhichallpersonslivetogetherinharonya ndithequalopportunities.ItisanidealhichIhopetolivef orandtoachieve.Butifneedsbe,itisanidealforhichIapre paredtodie.”“hyisitthatinthiscourtrooIafacingahiteagistrate,co nfrontedbyahiteprosecutor,escortedbyhiteorderlies?c ananybodyhonestlyandseriouslysuggestthatinthistypeo fatospherethescalesofjusticeareevenlybalanced?hyisi tthatnoAfricaninthehistoryofthiscountryhaseverhadth ehonorofbeingtriedbyhisonind,byhisonfleshandblood?. ..Iaablacaninahitean’scourt.Thisshouldnotbe.”.“outoftheexperienceofanextraordinaryhuandisasterth atlastedtoolong,ustbebornasocietyofhichallhuanityil lbeproud...ehave,atlast,achievedourpoliticaleancipa tion.epledgeourselvestoliberateallourpeoplefrotheco ntinuingbondageofpoverty,deprivation,suffering,gend er,andotherdiscriination.Never,never,andneveragains hallitbethatthisbeautifullandillagainexperiencetheo ppressionofonebyanother...Thesunshallneversetonsogl oriousahuanachieveent.”III.ANcandANcyouthLeagueTheANcisanationalliberationoveent.Itasforedin1912to unitetheAfricanpeopleandspearheadthestruggleforfund aentalpolitical,socialandeconoicchange.ForninedecadestheANchasledthestruggleagainstracisandoppression, organisingassstudentsresistance,obilisingtheinterna tionalunityandtaingupthearedstruggleagainstaparthei d.ebershipoftheANcisopentoallSouthAfricansabovethea geof18years,irrespectiveofrace,colourandcreed,hoacc eptitsprinciples,policiesandprograes.TheANcyouthLeagueasfoundedin1944.Theleaguepropagated“Africanis”anditsottoas“Africa’scauseusttriuph.”Itasradicalandilitant.Theebersofitrejectedtheideaof “foreign”leadershipandarguedthatblacAfricansustprovidetheiro nleadershipandrelyupontheselves.Section3:ordsandexpressionsI.ordsforaringupqualitn.soethingtypicalofapersonoraterial:indnessishisbes tquality.Sheshosqualitiesofleadership.illingadready:Areyouillingtohelp?activeadableorreadytotaeaction:Althoughheisover70;heissti llactive.Anactiveeberoftheclubissuretoattendeveryee ting.loseheart灰心，丧失信心Iusedtoorinthegardeneveryee.ButIlosthearthenallthep lantsdied.Don’tloseheart;youstillhaveorechances.loseone’sheart爱上，喜欢上Shelostherhearttohiassoonasshesathehandsoesoldier.troublen.麻烦：introuble有麻烦，处于困境中；getintotrouble陷入困境；aetrouble制造麻烦；asfortrouble自找麻烦；havetroubledoingsth.做某事有困难II.ordsforReadingadvisev.totellhatonethinsshouldbedone：advisesth.;advisedoingsth.;advisesb.todosth.;advise thatsb.dosth.;Iadviseaitinguntiltheteacheres.Thedoc toradvisedaee’srest/taingaee’srest.Iadvisedthatheshouldtaearest.Iadvisedhinottod rive/againstdriving.hatdoyouadviseetodo?advicen.opiniongivenbyonepersontoanotheronhothatothershou ldbehaveoract:givesoeadvicetosb.;fivesb.soeadvice;f ollosb’sadvicecontinuevi&vt.goon:continuetodosth/doingsth;continuesth.;go ondoingsth./ithsth./todosth.Thesportseetcontinuedfo r3days.Hecontinuedtostudy/studyingasifnothinghadhap pened.eustcontinueourjourneyuntilefindater.orrn.&v.tobeoraeanxious：orrysb.，orryabout…;bbeorriedabout…;youdon’thavetoorryaboutyourhealthifyoueepabalanceddiet.our parentsustbeorryingbecauseeareingbaclate.Hersicstud entsorriede.hathesaidaddedtoherorries.stagen.aperiodainacourseofevents;theraisedflooronhichpla ysareperforedinatheater:stagedirection;stagedirecto r;putsb.onthestage;atanearlystageinourhistor votev.&n.toexpressone’schoiceofficiallyfroaongthepossibilitiesoffered;ana ctofaingachoiceordecisiononaatterbyeansofvoting:vot efor/againstsb.oststudentsvotedforjiastheythoughthi capableandhonest.ostpeoplevotedagainsttheforerleade rbecauseofruorabouthi.IgaveyvotetoLiGao.Theneleader aselectedthroughasecretvote.positionn.theplaceheresoeoneorsoethingisorshouldbe;aparticu larplaceorraninagroup:hatInoabouthiasthatheisinahig hpositioninthepany.canyoutellethepositionofyourcity ontheap?acceptv.totaesoethingofferedillinglreceivev.toget:IreceivedsoerosesfrojaconValentines’DaybutIdidn’tacceptthe.Haveyouacceptedthejobtheyofferedyou?Here ceivedanypresentsonhisbirthday.violenceeifbodilyforcetohurtorhar;verygreatforceinactio norfeelingviolentadViolenceintheediahasinfluencedteenagersalot.asaatteroffact:infact;actually:Asaatteroffact,hedis coverthetruthquitebyaccident.Asaatteroffact,Ifeltex treelynervoushenIasgivingthespeech.blov.bloup:bloupthebuilding/bridge/da;bloupthetire;blo off;blooutprisonn.aplaceherecriinalsareeptlocedupasapunishent prisonern.apersoneptinaprisonforsoecrieorhileaitingtobetire d.putinprison:Ifyoucontinuedoingthoseindsofthings,you illendupinprison.Theyereputinprisonforbloingupthego vernentbuilding.adthesaeinsize;nuber;value;ran;etc.;havingenoughstr ength;ability;etc.:Allenerebornequal.cutthecaesinto threeequalpieces.oendeandequalpayforequalor.Billise qualtothejobofrunningtheoffice.n.personhoisequal:Th eteacherispopularbecausehetreatsthechildrenashisequ als.III.ordsforUsingLanguageiaginev.toforinind:iaginesth.;iaginedoingsth.;iaginesb.do ingsth.;iaginethat…;canyouiaginelifeithoutelectric ity?IcannotiagineLilycooingdinnerfortentypeople?you cannotiaginehatlifeaslieonRobbenIsland.poern.politicalpoer;superpoer;eto/intopoer;inpoerterrorn.Shetrebledithterrorhenthethiefpointedanifeather.S hescreaedithterroronhearingtheexplosion.Theurdercas easaterrortoeverybodyinthesallton.n.&vthefeelingthatonehashendangerisnear;tobeafraid: fearsth;feartodosth;fearthat…;forfearthat…;forfea rofescapev.&n.findaayout;getout;theactofescaping:anarroescap e;fireescape;escapedeathpunishent/beingpunished;esc apefroprison/reality;escapeoutofaburningbuilding.Th ebirdhasescapedfrothecage.Thebirdhasescapedbeingsho t.degreen.Hepassedtheexaandfinallygothisaster’sdegree.Theteperaturetodayistodegreeshotterthanyest erday.reardn.returnforororservice:Thepoliceareofferingareardfo rinforationabouttherobbery.v.togiveareardtHerearded theboyforbringbacthedog.sentencen.apunishentforacriinalfoundguiltyincourt:Thesenten ceastenyearsinprison.aheavysentence;alifesentence;u nderthesentenceofdeath;serveone’ssentencev.togiveapunishenttHeassentencedtothreeyea rsinprison.besentencedtodeath;besentencedforthief。

人教版高中必修一(学案)Unit 5 Languages Around the World-List

人教版高中必修一(学案)Unit 5 Languages Around the World-List

Unit 5 Languages Around the World-Listening and Speaking 【学习目标】1. 掌握适当的听力技巧及正确的口语表达方式;2. 在听力过程中，掌握适当技能帮助记忆，尤其是做笔记的有效使用。

【学习重难点】1.重点（1）在听的过程中先听懂，然后快速记录下关键信息，并通过交换信息来获取更多信息；（2）明确自己要听的主要内容集中精力抓住重点。

2. 难点（1）听力中涉及到数字一直是听力的难点，要对20以内的数字比较熟悉，才能听到之后立马反应过来；（2）听一次后能记住的信息并不多，在第二遍或者第三遍当中继续积累。

【学习过程】Step 1 Lead-inDo you know any other greeting ways apart from using Chinese or English?Step 2 Listening1. Listen to a speech for the 1st time and write down the first letters representing the two languages with the most native speakers. Write down the first letters representing the official languages of the United Nations.two languages with the most native speakers:_________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ the official languages of the United Nations:_________________________________________________________________ _____________________________________________________________________ __________________________________________________________________________________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ ____________________________________2. Listen to a speech for the 2nd time and answer some questions:1) Swap your notes to get more information_________________________________________________________________2) What is the main topic of this speech?_________________________________________________________________3) Can you find out some word or expressions showing the speakers’ attitude towards learning English?Does he think it necessary?_________________________________________________________________ Step 3 Pronunciation focus1.Some words are pronounced differently in America and Britain.Think about the differences.Box job can’t grass over either_________________________________________________________________ _________________________________________________________________ _________________________________________________________________2.Try to read these word as bellow and focus on the differences.schedulehostileeitheraddressdirectlaboratoryadvertisementshone3.Try to read the paragraph with American accent and British accent.活动目的：教育学生懂得“水”这一宝贵资源对于我们来说是极为珍贵的，每个人都要保护它，做到节约每一滴水，造福子孙万代。

新人教必修一Unit 5 单元整体教学设计

新人教必修一Unit 5 单元整体教学设计

新人教版必修一 Unit 5 Languages around the World 单元整体教学设计与分析一．本单元整体教学设计理念《普通高中英语新课程标准（2017年版）》以培养和发展学生的学科核心素养为总目标。

英语学科的核心素养包括语言能力、思维品质、文化意识和学习能力。

学科核心素养的发展过程既是语言知识与技能整合发展的实践活动，也是文化感知与理解不断加深、优秀文化品格不断形成的过程，同时还是思维品格和语言学习能力逐步提升的过程。

同时考虑《新课标》提出的语言学习六要素，英语学习活动观和教学实施建议中提出的：“关注主题意义，制定指向核心素养发展的单元整体教学目标”，制定本单元整体教学设计，及学习评价。

本单元在设计时参考了新课标对理解性技能和表达性技能在必修阶段的以下要求：必修阶段理解性技能要求：1. 从语篇中提取主要信息和观点，理解语篇要义；2. 理解语篇中现行或隐性的逻辑关系；3. 把握语篇中主要事件的来龙去脉；4. 抓住语篇中的关键概念和关键细节；5. 辨认关键字词和概念一迅速查找目标信息；6. 批判性地审视语篇内容；7. 识别书面语篇中常见的指代和衔接关系；必修阶段表达性技能要求：1.根据交际需要发起谈话并维持交谈；2.清楚地描述事件的过程；3.使用文字和非文字手段描述个人经历和事物特征；4.在口头书面表达中借助连续性词语，指示代词，词汇衔接等语言手段建立逻辑关系；5.在书面表达中借助标题，图标，图像，表格，版式等传递信息，表达意义；6.根据表达目的选择恰当的语篇类型；7.根据表达的需要选择词汇和语法结构；8.根据表达的需要选择正式与或非正式语；9.借助语调和重音突出需要强调的意义。

本单元教学设计核心是：基于主题意义探究的单元整体教学设计。

二. 单元主题：人与社会 --- 社会责任，语言认知，社会需要，交际拓展三. 单元标题：Languages Around The World四．单元内容分析：本单元主题是围绕语言发展和语言学习展开，内容涉及联合国的工作语言，汉字的发展，英式英语和美式英语的主要区别，英语学习中遇到的困难和解决这些困难的建议等。

人教新课标英语必修1 unit5全单元教案

人教新课标英语必修1 unit5全单元教案

Unit 5 Nelson Mandela– a modern hero一、单元教学目标和要求(Teaching aims and demands)二、教材内容分析（Analysis of the teaching materials）三、教学安排(Teaching arrangements)四、单元预习任务(Pre-unit Activities: Preview Task)五、教学步骤(Teaching procedures)六、背景参考资料(Background knowledge)七、评价与反思(Assessment and reflection)一、教学目标和要求(T eaching aims and demands)根据课程标准实验教材（英语必修）关于总目标的具体描述，结合高一学生实际和教材内容，我们将教学目标分为语言知识、语言技能、学习策略、情感态度和价值观四个方面。

1．语言知识（Knowledge）词汇（Vocabulary）：能理解、内化、运用以下生词----hero, quality, willing, active, republic, fight, peaceful, prison, prisoner, period, law, advise, continue, fee, g old，youth，league，stage，vote，position，accept，violence，equal，blanket，degree，guard，educated，terror，fear，cruelty，reward，right（n.），criminal，leader，president，sentence （v.），sincerely短语(Phrases and expressions)：lose heart, in trouble ,worry about, out of work, Y outh League, as a matter of fact, blow up, put ... in prison, come to power , set up , be sentenced to功能(Functions)：学习掌握一些用于发表意见与评论的结构句式，如：1．发表意见（Giving opinions）Why do you think so? What do you think of ...? What's you opinion?agree / don't agree．I think / don't think .... I prefer .... In my opinion .... I'm afraid ....2．评论（Making comments）Good idea! That's an excellent idea．语法(Grammar)：定语从句（II）（由where, when, why, 介词+ which, 介词+ whom 引导的定语从句）person to whom youMandela.扩展词汇：negative(消极的), heroine(女主角，女主人公), unwilling(不情愿的), nation(国家，民族), sacrifice(牺牲)，realize（认识到）, give up（放弃）, riches（财富）, Bible （圣经）, revolution（革命）, career（职业）, equality（平等）, fairness（公平）, conflict（冲突）, biography（自传）, beliefs（信仰）, Christianity（基督教）, religion（宗教）, priests（牧师）, version（翻译）, readable（易读的）, adventure（冒险）, scholar（学者）, sympathy（同情）, ,campaign（从事活动）, communist（共产主义者）, injustice（不公平）, oppose（反对）, pilot（飞行员）, boycott（联合抵制）。